The following paper has two primary purposes. First it aims to articulate a theoretical proposition in general terms, namely, that every theory of doctrinal development presupposes a philosophy of history. The underlying significance of this proposition is that theories of doctrinal development are simultaneously narratives of the historical significance of the church’s pilgrimage through history, though that fact typically remains implicit in theories of doctrinal development. The second purpose is to illustrate the general proposition by analyzing a particularcase. I have (...) therefore outlined some of the salient features of John Henry Cardinal Newman’s theory of doctrinal development and, using ideas from Eric Voegelin’s philosophy, show how it implies a philosophy of history. (shrink)

The problem of doctrinal development, first formulated by John Henry Newman, is usually assumed to be a distinctly modern theological issue, since itoriginates in modern scholarly history and its application to problems of doctrine. My thesis, in contrast, is that St. Bonaventure’s theology of history as presentedin his Hexaemeron is also a theory of doctrinal development—though it appears some six hundred years prior to Newman’s Essay on the Development of Christian Doctrine. I begin by discussing the relationship between theology (...) of history and doctrinal development, from which I conclude Bonaventure’s theology of history is a theory of doctrinal development. Secondly, I discuss Bonaventure’s theory and how he uses it to justify the mendicant and Franciscan ways of life. Finally, I develop elements of Cardinal Newman’s theory as points for comparison and evaluation of Bonaventure’s theory. (shrink)

This paper argues that structural elements of Bonaventure’s illumination theory significantly parallel Kantian transcendental philosophy. The question of whetherand what elements of transcendental thought can be found in Bonaventure’s philosophy is potentially instructive both for understanding medieval influences on transcendental philosophy and for raising the philosophical question of why substantially similar premises and thought-patterns result in substantially different solutions. After defining what I mean by “transcendental philosophy” and justifying that definition I turn to Bonaventure’s illumination theory and highlight thought patterns (...) parallel to Kantian transcendental philosophy that emerge in Bonaventure’s epistemology. Finally, I discuss how their differences help us to understand the variations in medieval and modern solutions to what is sometimes termed “the transcendental problem.”. (shrink)

For Max Scheler, St. Francis represented perhaps the highest ideal of the moral life, an ideal he felt compelled to articulate throughout his philosophical work. In this paper, I examine the significance of the person of St. Francis for Scheler’s philosophy. I begin by developing Scheler’s notion of “exemplary person,” the idea that persons act as influences on moral life and thought. I then hypothesize that St. Francis functioned as an exemplary person for Scheler. Finally, I attempt to justify that (...) hypothesis by examining Scheler’s discussion of Francis in Sympathy and by comparing Scheler’s philosophy to elements of the thought of Bonaventure and of Scotus. I conclude with a discussion of the significance of using exemplary persons for understanding the history of philosophy. (shrink)

For Max Scheler, St. Francis represented perhaps the highest ideal of the moral life, an ideal he felt compelled to articulate throughout his philosophical work. In this paper, I examine the significance of the person of St. Francis for Scheler’s philosophy. I begin by developing Scheler’s notion of “exemplary person,” the idea that persons act as influences on moral life and thought. I then hypothesize that St. Francis functioned as an exemplary person for Scheler. Finally, I attempt to justify that (...) hypothesis by examining Scheler’s discussion of Francis in Sympathy and by comparing Scheler’s philosophy to elements of the thought of Bonaventure and of Scotus. I conclude with a discussion of the significance of using exemplary persons for understanding the history of philosophy. (shrink)

In this paper, I investigate what I call “ecological value cognition,” a term designating a cognitive process by which one understands: (1) a value or set of values which pertain to the environment, (2) that such values are morally relevant, and (3) that these values may invite or even require virtues, attitudes or actions with respect to them and the entities which bear them. I seek, in this paper, to elucidate the nature of ecological value cognition and suggest specific challenges (...) that the American capitalist ethos poses for understanding these values and therefore for developing a sound environmental ethics and policy. (shrink)

This article discusses what might be called the standard picture of Ockham in 20th century Catholic thought, especially as regards his theory of knowledge. First, it explains why it is that Ockham’s theory of knowledge has generally gotten bad press from Catholic philosophers. Second, it seeks to demonstrate why Ockham deserves a better reputation among Catholic thinkers.

Few figures of the Middle Ages command the attention of so many modern disciplines as Robert Grosseteste (c. 1170-1253). Theology, Philosophy, History, and Science are all areas which his life and thought continue to have significance and to inspire re-interpretation. Accompanied by a series of original commentaries, this new edition of Grosseteste's work, with English translation, draws together the perspectives of modern scientists and medieval specialists. Volume I of a six volume series, Knowing and Speaking presents two of the earliest (...) of Grosseteste's works, the treatises On the Liberal Arts and On the Generation of Sounds. These are accompanied by a significant Middle English treatise on the Seven Liberal Arts whose anonymous fifteenth-century author translated and excerpted passages from Grosseteste's treatises in a re-imagining of their structure and function.0Each work is treated separately within the volume, which is constructed in three parts. On the Liberal Arts sets Grosseteste's thoughts on the arts subjects and emphasises moral concerns about the purpose of learning. On the Generation of Sounds builds on the theories and statements of On the Liberal Arts in connection to the production of sound, elaborating the earlier position, relating the generation of sounds to human vocal and speech production. (shrink)

Lewis white beck's "a commentary on kant's critique of practical reason" overlooks the fact that some of the ideas most important to kant's ethics are not presented in the second "critique". It also lacks a necessary emphasis on the notion of the highest good, The unifying theme of the work as a whole. The author traces the role of this concept throughout the second "critique" and shows how kant developed the content of the idea of the highest good in (...) the combined notions of perfection as the moral good and happiness as the natural good. (staff). (shrink)

If you are black, you are more likely to get inferior health care than if you are white. And if you are Hispanic or Native American, odds are you're also in trouble. So finds the Institute of Medicine report, Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care.

To be fully understood, contemporary forms of racism must be grasped as ethical ideologies rooted in an independent system of value classification. Racism does not merely result from an intrusion of strategic action on communicative action, as discourse ethicists might argue. In contemporary racism, the minority group is seen as perversely incapable of developing a capacity for the behavior that would constitute just moral reciprocity as decided in the contractual situation. Their standing as members of the moral community is thereby (...) qualilied To address racism discursively, the racist must be met with more than an abstract moral demand. Rather, racists must be confronted with the needs and capacities of the racial outsider, so that they might perceive her acts as virtuous and recognize the aptness of her use of value-concepts. (shrink)

To be fully understood, contemporary forms of racism must be grasped as ethical ideologies rooted in an independent system of value classification. Racism does not merely result from an intrusion of strategic action on communicative action, as discourse ethicists might argue. In contemporary racism, the minority group is seen as perversely incapable of developing a capacity for the behavior that would constitute just moral reciprocity as decided in the contractual situation. Their standing as members of the moral community is thereby (...) qualilied To address racism discursively, the racist must be met with more than an abstract moral demand. Rather, racists must be confronted with the needs and capacities of the racial outsider, so that they might perceive her acts as virtuous and recognize the aptness of her use of value-concepts. (shrink)

This chapter identifies two types of moral dilemma. The first type is described as ethical clash: whether affirmative action is just or unjust, for example, or whether withholding information from an inquisitive relative is honest or dishonest. In these cases the dilemma takes the form of conflict between an ethical predicate and its complement. The second type of moral dilemma is ethical overlap. Instead of a clash between a single predicate and its complement, here two or more predicates apply. Dilemmas (...) associated with white lies, for example, often depart from the recognition that such acts are both dishonest and avoid inflicting pain. Similarly, social dilemmas over progressive taxation may arise despite agreement that progressive systems both decrease liberty and increase equality. Which predicate should take precedence? Strategies for dealing with both types of dilemma are proposed. (shrink)

Various conceptions of philosophy of education have been mooted over the last sixty years. The paper looks at five of these, associated particularly with R. S. Peters, D. W. Hamlyn, David Bakhurst, Philip Kitcher, and Harvey Siegel. It shows differences and sometimes overlaps among these, to do with whether or not philosophy of education should be seen as a branch of philosophy, as central to philosophy as a whole, or as a form of applied philosophy. The paper puts most weight (...) on the last of these while recognizing the importance of work on the enculturation of young human beings as exemplified in Hamlyn’s and Bakhurst’s writings. (shrink)

Recording and manipulating neuronal ensemble activity is a key requirement in advanced neuromodulatory and behavior studies. Devices capable of both recording and manipulating neuronal activity brain-computer interfaces should ideally operate un-tethered and allow chronic longitudinal manipulations in the freely moving animal. In this study, we designed a new intracortical BCI feasible of telemetric recording and stimulating local gray and white matter of visual neural circuit after irradiation exposure. To increase the translational reliance, we put forward a Göttingen minipig model. (...) The animal was stereotactically irradiated at the level of the visual cortex upon defining the target by a fused cerebral MRI and CT scan. A fully implantable neural telemetry system consisting of a 64 channel intracortical multielectrode array, a telemetry capsule, and an inductive rechargeable battery was then implanted into the visual cortex to record and manipulate local field potentials, and multi-unit activity. We achieved a 3-month stability of the functionality of the un-tethered BCI in terms of telemetric radio-communication, inductive battery charging, and device biocompatibility for 3 months. Finally, we could reliably record the local signature of sub- and suprathreshold neuronal activity in the visual cortex with high bandwidth without complications. The ability to wireless induction charging combined with the entirely implantable design, the rather high recording bandwidth, and the ability to record and stimulate simultaneously put forward a wireless BCI capable of long-term un-tethered real-time communication for causal preclinical circuit-based closed-loop interventions. (shrink)

This chapter contains sections titled: 1. 2. 3. 4. 5. 6. 7. 8. 9. Notes References.

This is a long review of a long book, the longest to my knowledge on what educational aims and the curriculum that flows from them should be. The first half of the review is devoted to a brief summary of each of the eleven chapters. The second half raises some critical points. These cover remarks about R.S. Peters' alleged traditionalism; the salience of climate change considerations among educational aims; the claim that the arts, like the sciences, make progress; seeing the (...) elements of morality as a toolbox. The longest critical discussion is about Kitcher's notion of human fulfillment and whether he is right in his view that we should see it in terms of a successful life-plan aimed at furthering ‘the human project’. (shrink)

A critical discussion of R S Peters' account of emotions and their place in education.

The article is a criticism of john watling's argument about contrary-To-Fact conditionals. The author states: "a conditional which is contrary-To-Fact does not enable us in any way to decide which statements... Are empirical and which are analytic." (staff).

Transpersonal psychology: Dean, S. R. The ultraconscious mind. Arasteh, A. R. Final integration in the adult personality.--The nature of madness: First, E. Visions, voyages, and new interpretations of madness. Van Dusen, W. Hallucinations as the world of spirits.--Biofeedback: White, J. The yogi in the lab. Kiefer, D. EEG alpha feedback and subjective states of consciousness.--Meditation research: Griffith, F. F. Meditation research: its personal and social implications. Kiefer, D. Intermeditation notes: reports from inner space.--Psychic research: Honorton, C. Tracing ESP through (...) altered states of consciousness. Johnson, C. W. Unexplored areas of parapsychology.--Paraphysics: White, J. Plants, polygraphs, and paraphysics. Reiser, O. L. Messages to and from the galaxy.--Biotechnology: Beal, J. B. The new biotechnology. Tiller, W. A. Energy fields and the human body.--The neurosciences: Conway, H. Life, death, and antimatter. Floyd, K. Of time and mind: from paradox to paradigm.--Ecological consciousness: Smith, R. A. Our passport to evolutionary awareness. Esser, A. H. Synergy and social pollution in the communal imagery of mankind.--Space travel and extraterrestrial life: Mitchell, E. D. Global consciousness and the view from space. White, J. Exobiology--where science fiction meets science fact.--Death as an altered state of consciousness: Tietze, T. R. Some perspectives on survival. Noyes, R. Dying and mystical consciousness. (shrink)

If stem cell-based therapies are developed, we will likely confront a difficult problem of justice: for biological reasons alone, the new therapies might benefit only a limited range of patients. In fact, they might benefit primarily white Americans, thereby exacerbating long-standing differences in health and health care.

IntroductionResilience is a factor in how youth respond to adversity. The 88-item Adolescent Resilience Questionnaire is a comprehensive, multi-dimensional self-report measure of resilience developed with Australian youth.MethodsUsing a cross-sectional adolescent population, confirmatory factor analysis was conducted to replicate the original factor structure. Over half of the adolescents were non-white and 9th graders with a mean age of 15.5.ResultsOur exploratory factor analysis shortened the measure for which we conducted the psychometric analyses. The original factor structure was not replicated. The exploratory (...) factor analysis provided a 49-item measure. Internal consistency reliability for all 12 factors ranged from acceptable. The revised factor total scores were highly and significantly correlated with item–total correlation coefficients.ConclusionThis revised shorter 49-item version of the Adolescent Resilience Questionnaire could be deployed and has acceptable psychometric properties. (shrink)

A concise, reader-friendly overview of pragmatism, the most influential school of American philosophical thought.

This lecture was originally given at the Einstein Forum in Berlin. It contains a summary of some of the themes in my book The Construction of Social Reality and continues the line of argument I presented there.

This book shows that, far from repudiating Hegel, Dewey's entire pragmatic philosophy is premised on a "philosophy of spirit" inspired by Hegel's project.

There is a limited understanding amongst scientists, students and the public about realizing trust in scientific findings. This should be a paramount objective, or is it only about career ambition? What is the role of the individual? Scientists and the public need to know more about the link between the philosophy of science and the science research methods. There is a limited understanding of why accuracy is important and that it is not the same as precision. Also, there is often (...) the need to measure an approximation of a real system and the classic case is reductionism in biology versus whole organism biology. The author brings these topics together in terms of trusting in science. (shrink)